November, 2017 - Baltimore County Public Schools4 November, 2017 What Is Conference Day? In...
Transcript of November, 2017 - Baltimore County Public Schools4 November, 2017 What Is Conference Day? In...
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November, 2017
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Introduction
The report card that you are receiving this year was revised during the 2016-2017 school year with the aid and
input of parents, teachers, administrators, and curriculum and instruction personnel. This report card, aligned
with national and state standards, is designed to provide you with specific information about your child’s
performance in each grade and in each subject.
This guide was written to assist you in understanding the form and the content of the elementary report card. At
the end of this guide, you will find a glossary of terms for the Grade 1 through Grade 5 report cards. You will
also be able to view sample report cards.
It is our hope that this guide anticipates and answers your questions. In the event that you need more
information, you may contact your child’s school and/or teacher. You may also contact a coordinator in the
appropriate curricular office.
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What Is the Purpose of the Elementary Report Card?
The purpose of the elementary report card is to communicate your child’s performance in relation to the grade
level expectations at the end of each marking period. The report card is just one way of learning about your
child’s performance and progress in school. Conferences with the teacher, along with samples of your child’s
work, can add to your understanding of your child’s performance in school.
When Are Report Cards Sent Home?
Report cards are sent home with your child quarterly. Distribution of report cards is indicated on the Web-
based System Calendar, and also on the BCPS Information Calendar which is distributed at the beginning of
each school year.
Report cards come home in a brown BCPS envelope like the one in Figure 1. You may keep the report card, but
it is important that you sign the envelope and have your child return it to the teacher after the first, second, and
third marking periods. Your signature indicates that you have received and read the report card. You may also
use the check boxes on the envelope to request a conference. Upon receiving a report card envelope with
“Conference” checked, the teacher will contact you to schedule a convenient time.
At the end of the year, you may keep the report card envelope.
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What Is Conference Day?
In Baltimore County Public Schools, all elementary schools close for a day just before or after the distribution
of the first quarter report card. Although you or your child’s teacher may request a conference at any time, this
is an optimal time to discuss your child’s strengths and needs and to establish a partnership that contributes to
your child’s success in school.
What Is a Good Way to Talk about the Report Card with My Child?
Talking with your child about the report card can be a positive, productive experience. The following points
may help:
1. Plan to talk in a quiet place and time.
2. Start with the good news. Talk about your child’s successes first.
3. For areas of concern, ask questions so you and your child understand how a grade was earned.
- Together review the scores in BCPS One.
- How difficult was the work?
- Was work completed and turned in?
- Was extra help needed?
- Would additional practice have made a difference?
4. Ask for a parent-teacher-student conference if you need more information.
5. Set realistic goals and make a plan for improvement.
6. Work together and follow through on your plan.
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What Information is Included on the Report Card?
Student Information and Attendance
Achievement
Achievement codes describe your child’s performance and level of understanding in relationship to the grade
level standards and curriculum expectations at the end of each marking period.
Grades 1–3 (Primary)
Coding Description
CD Consistently Demonstrating: Student demonstrates a strong command of the
knowledge, skills, and practices embodied in the grade level standards.
P Progressing: Student is developing their command of the knowledge, skills, and
practices embodied in the grade level standards.
N
Needs Development: Student demonstrates a beginning command of the knowledge,
skills, and practices embodied by the grade level standards. Additional practice is
needed.
NA
Not applicable: The knowledge, skills, and practices embodied in the grade level
standards were neither taught nor evaluated this marking period. The box will appear
gray.
NG No Grade: The student is a Level 1or Level 2 English Learner and will not receive a
grade this marking period.
Grades 4–5 (Intermediate) Coding Performance
Level
Description
A Outstanding
Students performing at this level demonstrate a distinguished and strong
command of the knowledge, skills, and practices embodied by the standards.
Students at this level are meeting or extending the standards at their grade level.
B Above
Average
Students performing at this level demonstrate a moderate command of the
knowledge, skills, and practices embodied by the standards. Students at this level
are approaching the standards at their grade level.
C Average Students performing at this level demonstrate a developing command of the
knowledge, skills, and practices embodied by the standards at their grade level.
D Below
Average
Students performing at this level demonstrate a beginning command of the
knowledge and/or skills embodied by the standards assessed at their grade level.
E Failing Students performing at this level demonstrate no evidence of the knowledge,
skills, and practices embodied by the standards assessed at their grade level.
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Coding Performance
Level
Description
NG No Grade The student is a Level 1or Level 2 English Learner and will not receive a
grade this marking period.
Language Arts and Mathematics Domains
For Grades 4–5, students receive both an overall achievement grade and a 1-4 achievement indicator for each
domain in language arts and mathematic. The domains are aligned to the Maryland College and Career
Readiness Standards.
Coding Description
4 Extending grade level standards
3 Meeting grade level standards
2 Developing command of grade level standards
1 Beginning command of grade level standards
NA The knowledge, skills, and practices embodied in the grade level standards were
neither taught nor evaluated this marking period. The box will appear gray.
What Codes will be used for English Learners?
All Level 1 and Level 2 English Learners (ELs) will receive a code (NG for “No Grade”) on their report card
in lieu of an achievement grade for the first two marking periods they are in the school system.
After the first two marking periods they are in the system, all Level 1 and Level 2 ELs receive a Pass / Fail
indicator in all non-ESOL classes.
How will my Child’s Performance in Language Arts be Reported?
In the area of language arts, students will receive progress indicators in the five domains aligned to the
Maryland College and Career Readiness Standards.
Primary (Grades 1–3): There is no overall achievement code; only a progress indicator in each of the five
language arts areas.
Intermediate (Grades 4–5): Students receive an overall achievement grade and a progress indicator in each
domain using the above referenced domain codes.
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Domain Explanation Foundational Skills This domain includes standards which focus on developing students’
knowledge of the concepts of print, phonological awareness, phonics and
word recognition, and fluency.
Vocabulary and
Comprehension
This domain includes standards addressing word meaning and word
relationships as well as standards assessing students’ understanding of
information and literary text.
Speaking and
Listening
This domain includes standards which address students’ ability to
participate in collaborative discussions around topics and texts and to
present knowledge and ideas in a clear and engaging manner appropriate to
the audience and task.
Written Expression This domain includes standards which address composing narrative,
opinion, and informative writing pieces for a variety of purposes and
audiences. Standards in this domain also address student participation in
shared and independent research and writing projects and the use of various
print and digital resources for production and distribution of writing.
Knowledge of
Conventions
This domain includes standards which address students’ command of the
conventions of standard English grammar and usage when writing or
speaking as well as command of the conventions of standard English
capitalization, punctuations, and spelling when writing.
Instructional Reading Level Learning to read is a complex process and therefore students will develop the skills and strategies needed to
process text at different rates and at different times. Each reader’s needs are unique and it is important for
teachers to understand each student as an individual reader so that instruction can be truly responsive. The
Maryland College and Career Ready Standards require students to read a variety of text types, both literary and
informational, reflecting an increasing staircase of complexity as they move from grade level to grade level.
Matching texts to readers is a critical step in planning responsive small group instruction and in ensuring that
students are progressing along a literacy continuum.
Text Levels In BCPS, we use the Fountas and Pinnell Benchmark Assessment System to determine the instructional text
level for students. A text level refers to the text’s difficulty as it relates to other texts placed along a gradient of
text from A-Z which are not restricted to any single grade level. The Fountas and Pinnell leveling system uses
ten characteristics of texts to determine complexity including: genre, text structure, content, themes and ideas,
language and literary features, sentence complexity, vocabulary, words, illustrations and book and print
features. Texts within each level are varied and may present different challenges for readers. Assigning levels
to texts assists teachers in selecting books that match a student’s developing skills to the challenges in a text and
provide a tool to guide a student’s choices for independent reading.
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It is critical to note that we level texts, not students. Readers bring a wealth of background knowledge,
experience and interests that can make an individual text more or less challenging. Text levels should never be
used as a limitation, but rather a tool for helping teachers match texts to the needs of the readers and to plan
instruction aligned to assessment.
As a system, our goal is to develop lifelong strategic readers. One of the best ways parents can support that goal
is to provide your child with ample opportunities to read. Research is clear that the more children read, the
better readers they will become. According to the National Education Association, having kids read a lot is one
of the crucial components of becoming a good reader. Young readers need to become practiced at recognizing
letters and sounds. The only way to get good at it is to practice. In fact, the U.S. Department of Education found
that, generally, the more students read for fun on their own time, the higher their reading scores.
Students whose instructional reading level is Above Grade Level consistently read and comprehend text above
the grade level complexity band independently and proficiently.
Students whose instructional reading level is On Grade Level consistently read and comprehend text within the
grade level complexity band independently and proficiently.
In BCPS, we use the Fountas and Pinnell Benchmark Assessment System to determine the instructional text
level for students reading Below Grade Level. This instructional reading level should reflect the level of text
used in daily guided reading instruction. Instructional reading level refers to the following:
Levels A – K: Student reads with 90 – 94% accuracy and proficient or approaching proficiency in
comprehension OR 95 – 100% accuracy and limited proficiency in comprehension. Levels L – N: Student reads with 95 – 97% accuracy and proficient or approaching proficiency in
comprehension OR 98 – 100% accuracy and limited proficiency in comprehension.
Appendix A in the back of this document, includes additional information about the text level targets for each
grade level, reflected in the chart below, and also includes examples of the characteristics of text, both literary
and informational, at target levels.
Reading Targets Text Level Chart: Grades 1 – 5
Grade Level End of First
Marking Period
End of Second
Marking Period
End of Third
Marking Period
End of Fourth
Marking Period
Grade 1 D/E F H J
Grade 2 J/K K L M
Grade 3 M/N N O P
Grade 4 P/Q Q R S
Grade 5 S/T T U V
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How will my Child’s Performance in Mathematics be Reported?
In the area of mathematics, students will receive progress indicators in domains aligned to the Maryland
College and Career Readiness Standards.
Grades 1–2
Domain Explanation
Operations and
Algebraic Thinking
This domain includes standards related to story problems, strategies
to support fluency, and the operations of addition and subtraction.
This domain is taught in conjunction with the Number and
Operations in Base Ten domain.
Number and
Operations in Base
Ten
This domain includes standards related to place value, symbolic
notation, and place value understandings to support fluency. This
domain is taught in conjunction with the Operations and Algebraic
Thinking domain.
Measurement and
Data
This domain includes standards related to describing measurable
attributes, measuring length using standards and non standard units,
and telling time. It also includes collecting data, creating graphs, and
interpreting data displays.
Geometry This domain includes standards related to identifying, naming,
describing, and analyzing plane figures.
Grade 3
Domain Explanation
Operations and
Algebraic Thinking
This domain includes standards related to story problems in
context, strategies to support fluency, and conceptual and
procedural understanding of the operations of addition, subtraction,
multiplication, and division. This domain is taught in conjunction
with the Number and Operations in Base Ten domain.
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Domain Explanation
Number and Operations
in Base Ten
This domain includes standards related to place value, and place
value understandings to support fluency with the four operations.
This domain is taught in conjunction with the Operations and
Algebraic Thinking domain.
Number and Operations
- Fractions
This domain includes standards related to conceptual and
procedural understanding of fractions and fractional operations.
This domain builds on conceptual and procedural understandings
within the Operations and Algebraic Thinking and Number in Base
Ten domains and students' previous experiences with whole
numbers.
Measurement and Data This domain includes standards related to measurement of mass,
volume, and weight, real life applications of measurements, and
volume.
Geometry This domain includes standards related to identifying, naming,
describing, and analyzing plane figures and lines. It also is taught
in conjunction with the Measurement and Data domain and
includes finding area, perimeter, and volume of those figures in
context.
Grades 4–5
Domain Explanation
Operations and
Algebraic Thinking
This domain includes standards related to story problems in
context, strategies to support fluency, and conceptual and
procedural understanding of the operations of addition, subtraction,
multiplication, and division. This domain is taught in conjunction
with the Number and Operations in Base Ten domain.
Number and Operations
in Base Ten
This domain includes standards related to place value, and place
value understandings to support fluency with the four operations.
This domain is taught in conjunction with the Operations and
Algebraic Thinking domain.
Number and Operations
- Fractions
This domain includes standards related to conceptual and
procedural understanding of fractions and fractional operations.
This domain builds on conceptual and procedural understandings
within the Operations and Algebraic Thinking and Number in Base
Ten domains and students' previous experiences with whole
numbers.
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Domain Explanation
Measurement and Data This domain includes standards related to measurement of mass,
volume, and weight, real life applications of measurements, and
volume.
Geometry This domain includes standards related to identifying, naming,
describing, and analyzing lines, two and three dimensional figures,
lines. It will also include finding perimeter, area, and volumn of
those figures in context. It also is taught in conjunction with the
Measurement and Data domain and includes finding area,
perimeter, and volume of those figures in context.
Grade 5 Advanced Academics
Grade 5 Advanced Domain Descriptors
Domain Explanation
*Grade 5 See Grade 3-5 domain descriptions above that are included in
Advanced 5 curriculum.
Statistics and
Probability
This domain focuses on understanding how to collect, represent,
interpret, and determine measures of central tendency for data sets.
The Number System This domain extends knowledge of division of fractions using
models and equations to represent situational problems. Fluency
using the standard algorithms with all four operations with whole
numbers and multi-digit decimals is also a major focus. Integers
and rational numbers are explored.
The Number System This domain extends knowledge of division of fractions using
models and equations to represent situational problems. Fluency
using the standard algorthims with all four operations with whole
numbers and multi-digit decimals is also a major focus. Integers
and rational numbers are explored.
Expressions and
Equations
This domain includes evaluating expressions and reasoning to solve
one-variable equations and inequalities and apply knowledge to
solve contextual problems. This domain is taught in conjunction
with the Number System domain.
Ratios and Proportional
Relationships
This domain includes the study of ratios and proportional reasoning
and extends students’ work in measurement, multiplication and
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Domain Explanation
division by using ratios, rates, unit rates and percents to solve
situations in daily life.
Modified Program
In the area of language arts and mathematics, teachers will indicate if a student’s program has been modified for
one of the following reasons:
Modified: English Learner - The student is an English Learner and receives instruction that is reflective of
modified standards.
Acceleration – The student has demonstrated readiness and need for instruction in mathematics standards a
grade above their age-appropriate grade level. The student has been assessed through the Office of
Advanced Academics for “subject level acceleration” in the area of mathematics and participates in
Advanced Academics mathematics instruction in a higher grade.
How will my Child’s Performance in Science, Social Studies, and Health be Reported?
Throughout the year, students participate in the following:
Science: Aligned to the Next Generation Science Standards (NGSS)
Social Studies: Aligned to national and state standards
Health: Aligned to Maryland State Standards
Example Grades1-3
How will my Child’s Performance in Special Areas be Reported?
Special Area Grades
Grades 1-3
Students will receive grades at the conclusion of Marking Periods 2 and 4 in the following areas using the codes
CD, N, P, or NA:
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Library/Media: Aligned to national standards
Art: Aligned to national and state standards
Physical Education: Aligned to national standards
Music: Aligned to national and state standards
Grades provided at the conclusion of Marking Period 2 should be reflective of the body of evidence gathered
throughout Marking Periods 1 and 2. Grades provided at the conclusion of Marking Period 4 should be
reflective of the body of evidence gathered throughout Marking Periods 3 and 4.
Grades 4-5
Students will receive grades at the conclusion of Marking Periods 2 and 4 in the following areas using the codes
A, B, C, D, E, or NA:
Library/Media: Aligned to national standards Art: Aligned to national and state standards
Physical Education: Aligned to national standards
Vocal Music: Aligned to national and state standards Instrumental Music: Aligned to national and state standard
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How will my Child’s Conduct and Learning Skills be Reported?
The Conduct and Learning Skills portions of the report card codes are listed below on the Conduct and Learning Skills Rubric. This can be also be
found in the Grading and Reporting Manual.
BCPS Skills and Conduct Indicators Classroom Conduct Work Completion Working With Adults Working With Students
Meeting
3 The Student: • Consistently arrives on time. • Is consistently prepared for class. • Consistently participates in class. • Consistently accepts
responsibility for actions. • Consistently behaves
appropriately as outlined in
classroom rules.
The Student: • Consistently completes classwork as
assigned. • Consistently submits homework on time. • Consistently uses available instructional
supports. • Takes advantage of retake/redo
opportunities.
The Student: • Consistently responds to and
communicates positively with adults. • Consistently follows directions from
adults. • Consistently seeks help from adults and
asks questions when needed. • Consistently interacts cooperatively
with adults.
The Student: • Consistently communicates positively with
other students. • Consistently avoids or resolves conflict
with other students. • Consistently demonstrates tolerance of
multiple perspectives. • Consistently interacts cooperatively with
other students.
Developing
2 The Student: • Sometimes arrives on time. • Sometimes is prepared for class. • Sometimes participates in class. • Sometimes accepts
responsibility for actions. • Sometimes behaves
appropriately as outlined in classroom rules.
The Student: • Sometimes completes classwork as assigned. • Sometimes submits homework on time. • Sometimes uses available instructional
supports. • Sometimes takes advantage of retake/redo
opportunities.
The Student: • Sometimes responds to and
communicates positively with adults. • Sometimes follows directions from
adults. • Sometimes seeks help from adults and
asks questions when needed. • Sometimes interacts cooperatively with
adults.
The Student: • Sometimes responds positively with other
students. • Sometimes avoids or resolves conflict with
other students. • Sometimes demonstrates tolerance of
multiple perspectives. • Sometimes interacts cooperatively with
other students.
Insufficient
Progress 1 The Student:
• Rarely arrives on time. • Rarely is prepared for class. • Rarely participates in class. • Rarely accepts responsibility for
actions. • Rarely behaves appropriately as
outlined in classroom rules.
The Student: • Rarely completes classwork as assigned. • Rarely submits homework on time. • Rarely uses available instructional supports. • Rarely takes advantage of retake/redo
opportunities and support.
The Student: • Rarely responds to and communicates
positively with adults. • Rarely follows directions from adults. • Rarely seeks help from adults or asks
questions when needed. • Rarely Interacts cooperatively with
adults.
The Student: • Rarely communicates positively with other
students. • Rarely avoids or resolves conflict with
other students. • Rarely demonstrates tolerance of multiple
perspectives. • Rarely interacts cooperatively with other
students.
No
Evidence 0 Even with help, the student:
• Does not arrive on time. • Is not prepared for class. • Does not participate. • Does not accept responsibility
for actions. • Does not behave appropriately as
outlined in classroom rules.
Even with help, the student: • Does not complete classwork as assigned. • Does not submit homework on time. • Does not use available instructional supports. • Does not take advantage of retake/redo
opportunities.
Even with help, the student: • Does not respond to and communicate
positively with adults. • Does not follow directions from adults. • Does not seek help or ask questions
when needed from adults. • Does not interact cooperatively with
adults.
The Student: • Does not communicate positively with
other students. • Does not avoid or resolve conflict with
other students. • Does not demonstrate tolerance of multiple
perspectives. • Does not interact cooperatively with other
students.
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Grades 1-3
Students in Grades 1–3 will receive scores in Conduct and Learning Skills from their homeroom teacher every
marking period and and in each special area after the second and fourth marking periods.
Examples:
Grades 1-3 Homeroom
Grades 1-3 Special Areas
Grades 4-5
Students in Grades 4-5 will receive scores in Conduct and Learning Skills in each content area every marking
period (language arts, mathematics, science, social studies, and health) and in each special area after the second
and fourth marking periods.
Examples:
Grades 4-5 Content Areas
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Grades 4-5 Special Areas
Programs and Services Grades 1–3
There are two options under Programs and Services:
504 Accommodation Plan-indicated if a student has a 504 Accommodation Plan
Individualized Education Program (IEP)- indicated if a student has an IEP.
Grades 4–5
There are three options under Programs and Services:
504 Accommodation Plan - indicated if a student has a 504 Accommodation Plan
Individualized Education Program (IEP)- indicated if a student has an IEP.
Advanced Academics: Grade 4 – indicated if a student is participating in the Grade 4 Advanced
Mathematics curriculum.
Advanced Academics: Grade 5 – indicated if a student is participating in the Grade 5 Advanced
Mathematics curriculum.
Teacher Comments
Customized comments will be provided twice during the school year:
At the conclusion of Marking Period 2
At the conclusion of Marking Period 3
Teachers will use Elementary Conference Day to provide customized comments regarding student progress
during Marking Period 1.
A conference may be requested at the conclusion of every marking period.
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Appendix A: Understanding Text Levels
To further clarify expectations for instructional reading level, included are examples of text levels representing
the following grade level targets by marking period:
Reading Targets Text Level Chart: 1 – 5
Grade Level End of First
Quarter
End of Second
Quarter
End of Third
Quarter
End of Fourth
Quarter
Grade 1 D/E F H J
Grade 2 J/K K L M
Grade 3 M/N N O P
Grade 4 P/Q Q R S
Grade 5 S/T T U V
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Beginning of the Year Benchmark First Grade
Text Level D The book has…
pictures that help tell the story
a variety of sentences with up to eight to ten words
some longer sentence (more than six words)
two to six lines of text on each page
many familiar high-frequency words that are repeated through the book (e.g., us, up, little)
words with basic phonetic patterns, such as beginning and ending consonant sounds and short vowel sounds
words with inflectional endings (-s, -ed, -ing)
The student is learning to…
read and write common high frequency words by sight (e.g. the, of, to, you, she my, is, are, do , does, up,
little)
use beginning consonant sounds to read unknown words
check accuracy of familiar words he/she reads and makes corrections as needed
uses the illustrations and/or photographs to support understanding
ask and answer questions about key details in text
retell stories including key details
begins to reread with appropriate accuracy, rate, and expression
Sample text from Clever Fox by: Claire Llewellyn – Literary
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End of the Year Benchmark – Grade 1
Text Level J
The book has…
Informational texts, simple animal fantasy, realistic fiction, traditional literature (folktales), some simple biographies
on familiar subjects
Beginning chapter books with illustrations (forty to seventy‐five pages)
Underlying organizational structures used and presented clearly (description, compare and contrast, problem and
solution)
Some unusual formats, such as letters or questions followed by answers
Some ideas new to most children
Some texts with settings that are not familiar to most children
Varied placement of subject, verb, adjectives and adverbs in sentences
Contain some abstract concepts that are highly supported by text and illustrations
Some complex spelling patterns and letter‐sound relationships in words
Many lines of print on a page
The student is learning to…
Process a variety of texts (short fiction texts, short informational texts, and longer narrative texts that have
illustrations and short chapters)
Adjust reading strategies as needed to process different genres
Process increasingly more complex sentences
Have a large, expanding sight‐word vocabulary
Quickly apply word‐solving strategies for complex spelling patterns, multisyllable words, and words with inflectional
endings, plurals, contractions, and possessives
Read silently during independent reading
Demonstrate appropriate rate, stress, intonation, phrasing, and pausing when reading aloud
Sample text from Clifford The Big Red Dog by: Norman Bridwell
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End of the Year Benchmark – Grade 2
Text Level M
The text has…
sentences of varying length, with some that are long and complex
small print
familiar or unfamiliar content and may be organized by chapters or sections
a combination of graphics providing information that matches and extends the text, such as captions or
photographs that provide important information to supplement the body of the text challenging vocabulary
The students is learning to…
read texts independently and silently while reading for meaning
use a variety of reading strategies flexibly and successfully
think about what he/she already knows about the topic or subject, preview the text before reading, and make
predictions
ask and answer questions while reading to check for understanding
demonstrate literal, inferential, and critical comprehension through discussion
determine and clarify the meaning of unknown words
demonstrate understanding of word relationships
use information gained from text features to increase understanding
study structure of a text and determine how the different pieces fit together identify the main idea of a text or section of text
Sample text from Seasons and Weather by: Linda Bruce
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End of Year Benchmark Grade 3
Text Level P The text has…
chapters with small print and multiple detailed events
little to no illustrations
complex themes
complex plot and sub plots
challenging vocabulary
cultural or historical contexts (e.g., settings, situations, perspectives)
sophisticated language and humor
The students is learning to…
read silently
use reading strategies flexibly and smoothly to understand text
sustain reading longer texts in multiple genres, which require several days or weeks to read
analyze words in order to read new multisyllable words
build background knowledge and use prior knowledge to understand stories
identify with characters in books and see themselves in the events of the stories
connect ideas in multiple texts
examine the craft and structure of a text
ask and answer questions while reading to check for understanding
demonstrate literal, inferential, and critical comprehension through discussion
demonstrate understanding of word relationships (e.g., multiple meanings of the same word)
determine central message, moral, or lesson
discuss themes, settings, and plots
Sample text from Fantastic Mr. Fox by: Roald Dahl
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End of Year Benchmark Grade 4
Text Level S The text has….
small print and reduced word spacing
a variety of complex text structures, such as problem-solution, chronological order, cause-effect
sophisticated content vocabulary abstract and complex topics or content with historical, scientific, or technical information
The student is learning to…
read silently
sustain reading longer texts which require several days or weeks to read with understanding
use understandings of how words work to read a wide range of unknown words (e.g.- using analogy to
known word parts, word roots, base words, and affixes)
acquire new vocabulary through reading
use reading as a tool to build knowledge across all content areas (e.g., science, social studies, health)
connect ideas in several texts for greater understanding and finer interpretations
go beyond the text read to form interpretations and apply understandings in other areas determine main idea(s)
Sample from Reading Wonders – Exploring the Deep by: Sue Gibbison
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End of Year Benchmark Grade 5
Text Level V
The text has…
small print and reduced word spacing
minimal illustrations
complex ideas, figurative language, symbolism
long descriptive narratives sophisticated themes and abstract/complex topics
The student is…
sustain reading longer texts which require several days or weeks to read with understanding
use understandings of how words work to read a wide range of unknown words (e.g.- using analogy to known word
parts, word roots, base words, and affixes)
acquire new vocabulary through reading
connect ideas in several texts for greater understanding and finer interpretations (e.g., symbolism)
form interpretations and apply understandings in other areas
notice and comment on aspects of the writer’s craft (e.g.-figurative language, symbolism, mood, and theme)
use reading as a tool to build knowledge across all content areas (e.g., science, social studies, health) determine theme(s)
Sample from Esperanza Rising by: Pam Munoz Ryan